In this lesson the students will be look at three different tests to determine a persons’ blood type. After looking at the test they will have to know from prior knowledge what type of blood can be transfused into that person.
Learning Performances:
I want the students to be able to look at a blood cell and know what blood type it is. On top of this they should know what blood type is compatible with each other
This lesson should take about one 50 min class period. If more time is needed it can overlap into the next day for no more then 15 min.
Instructional Sequence
Introducing the lesson
The students will be introduced as doctors in an emergency room. There was a bad car accident and three people were injured and need a blood transfusion. The problem is that we don’t know any of their blood types. This is being used as an end of a unit activity/lab in groups to bring out discussion, as well as to make sure that all the information is understood. Use a motivating question like, CAN YOU SAVE THEIR LIVES?
Instructional Activities
I will handout all the worksheets and explain them to the students making sure they understand what is needed from them. I will handout all the worksheets and explain what each means/stands for so there will be no misconceptions on what they mean. I will explain to them about the antigens and antibodies and how they bind to each other. They will have time to work in groups on the worksheets. After about 20 min I will bring them all back together and have them fill out a table on the board with their results. I will ask them question on how they came to their conclusions and ask them to explain themselves.
Concluding the Lesson
To conclude the lesson I will bring to an interactive program from the internet and plug in their results. They will be able to see visually if their results were correct. They are learning blood typing and what types of blood is compatible with each other
Assessing Student Understanding
For homework they will have to write a short essay on the work that was done. They will have to describe their way of thinking that brought them to their answer, what blood type thought it was, and then compare their answers to the correct answers, what blood type the person is, and explain any misconceptions that they found. By looking at the chart on the board with all of their answers I will be able to see if they really understand the material.
How did you get to your conclusion?
Was it right or wrong?
Why was it right or wrong?
Cautions
There are no dangerous or hazardous components to this activity. The only precaution that is need is time management, to make sure that the time doesn’t get away from us so we can get all the work done.
Sources
Blood Typing. Retrieved November 15, 2007, from Nobelprize.org
In planning this lesson I was looking for a way to bring students into though about what they have been learning in class. They already know the blood types but they never seen them in a visual matter. By showing them diagram and making them think and discus with each other of what they are looking at, I believe will really tie down all the information for them.
I like the idea of developing a lesson taht leads up to playing an interactive game.
Standards / Learning Performances
Is it clear that the lesson addresses both important content and scientific practices?
Does understanding blood types count as an important idea in biology? If so, then it should be mentioned in a standard that you are supposed to have unpacked by now. You should link to that unpacking.
Instructional Activities
What science practices are required?
You need to explain the process your students will go through more clearly. Do you give them a protocol for determining blood type? I saw the handout explaining the different blood compatibilities, but I missed your explanation of how you're going to help students understand what they are supposed to be doing. Since inquiry is about them doing science, one question would be whether they could actually come up the test protocol themselves.
How are the science practices supported?
It is good that you've got a start on the worksheets that will support their efforts. What will you say and do during each activity?
How are the science practices assessed?
You idea for assessing students with an essay assignment sounds good, but I had trouble figuring out what you would want them to say. It would be helpful if you fleshed out the instructional sequence so that it is more clear what main ideas you want students to come away with.
Title: Blood Typing
Grade Level: 10
Course: Biology
Lesson Overview:
In this lesson the students will be look at three different tests to determine a persons’ blood type. After looking at the test they will have to know from prior knowledge what type of blood can be transfused into that person.Learning Performances:
I want the students to be able to look at a blood cell and know what blood type it is. On top of this they should know what blood type is compatible with each otherLinks to Standards or Benchmarks
Dan Wilson - Learning Goal AnalysisMaterials Needed
Time Required
This lesson should take about one 50 min class period. If more time is needed it can overlap into the next day for no more then 15 min.Instructional Sequence
Introducing the lesson
The students will be introduced as doctors in an emergency room. There was a bad car accident and three people were injured and need a blood transfusion. The problem is that we don’t know any of their blood types. This is being used as an end of a unit activity/lab in groups to bring out discussion, as well as to make sure that all the information is understood. Use a motivating question like, CAN YOU SAVE THEIR LIVES?Instructional Activities
I will handout all the worksheets and explain them to the students making sure they understand what is needed from them. I will handout all the worksheets and explain what each means/stands for so there will be no misconceptions on what they mean. I will explain to them about the antigens and antibodies and how they bind to each other. They will have time to work in groups on the worksheets. After about 20 min I will bring them all back together and have them fill out a table on the board with their results. I will ask them question on how they came to their conclusions and ask them to explain themselves.Concluding the Lesson
To conclude the lesson I will bring to an interactive program from the internet and plug in their results. They will be able to see visually if their results were correct. They are learning blood typing and what types of blood is compatible with each otherAssessing Student Understanding
For homework they will have to write a short essay on the work that was done. They will have to describe their way of thinking that brought them to their answer, what blood type thought it was, and then compare their answers to the correct answers, what blood type the person is, and explain any misconceptions that they found. By looking at the chart on the board with all of their answers I will be able to see if they really understand the material.How did you get to your conclusion?
Was it right or wrong?
Why was it right or wrong?
Cautions
There are no dangerous or hazardous components to this activity. The only precaution that is need is time management, to make sure that the time doesn’t get away from us so we can get all the work done.Sources
Teaching Resources
Rationale
In planning this lesson I was looking for a way to bring students into though about what they have been learning in class. They already know the blood types but they never seen them in a visual matter. By showing them diagram and making them think and discus with each other of what they are looking at, I believe will really tie down all the information for them.Inquiry Lesson Feedback: Dan W
Evaluated by: Jay F.Score: 6 /10
I like the idea of developing a lesson taht leads up to playing an interactive game.
Standards / Learning Performances
Is it clear that the lesson addresses both important content and scientific practices?
Does understanding blood types count as an important idea in biology? If so, then it should be mentioned in a standard that you are supposed to have unpacked by now. You should link to that unpacking.Instructional Activities
What science practices are required?
You need to explain the process your students will go through more clearly. Do you give them a protocol for determining blood type? I saw the handout explaining the different blood compatibilities, but I missed your explanation of how you're going to help students understand what they are supposed to be doing. Since inquiry is about them doing science, one question would be whether they could actually come up the test protocol themselves.How are the science practices supported?
It is good that you've got a start on the worksheets that will support their efforts. What will you say and do during each activity?How are the science practices assessed?
You idea for assessing students with an essay assignment sounds good, but I had trouble figuring out what you would want them to say. It would be helpful if you fleshed out the instructional sequence so that it is more clear what main ideas you want students to come away with.